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Module Descriptors

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Session: 2022/23

Last modified: 18/01/2023 11:38:32

Title of Module: Managing Holistic Care

Code: NURS11155 SCQF Level: 11
(Scottish Credit and Qualifications Framework)		 Credit Points: 30 ECTS: 15
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:David  Hunter

Summary of Module

This module will provide the student with the opportunity to care for people with a range of healthcare needs in order to promote positive outcomes for individulals. It will allow further development of critical decision making skills within a multidisciplinary care team.

The practice element will allow the student to demonstrate an increasing degree of independence. The student will be supported to take the lead in relation to assessing, planning, implementing and evaluating safe and effective person-centred care, taking cognisance of professional and legislative requirements within health care delivery.

This module has a practice element and takes account of the Nursing and Midwifery Council's statement on reasonable adjustments (NMC 2019) (https://www.nmc.org.uk/globalassets/sitedocuments/eandd/reasonable-adjustments-policy.pdf). In particular section 23:
"The (Equality) Act 2010 makes it clear that it is not discriminatory to apply competence standards (which include our Code, our revalidation and our education standards) to a disabled person. As a professional regulator responsible for protecting the public, it would not be right for us to adjust these standards. However, we can make reasonable adjustments to assist nurses, midwives and nursing associates in meeting our standards".

Students will have opportunity in placement experience to apply knowledge and understanding of mechanisms of drug interactions and adverse drug reactions to medicines optimisation, medicines administered and clinical practice (BiNE, LO9, 10 & 11)

 

  • Within this module students will study effective leadership, clinical supervision and decision-making, critical thinking, reflection and multidisciplinary working

  • Students will also be able to promote self-resilience and self-management for themselves and in the delivery of person centred care and will develop knowledge and application of health promotion and quality improvement strategies.

  • In addition to mandatory skills, students will develop the knowledge and skills of end of life care, symptom assessment and management.

  • Students will maintain an ePortfolio (TURAS) to reflect the application of theory to practice.

  • This is a six week theory module with a 12 week practice placement experience which includes a four week wider experience.

  • Academic support and development will be offered as part of the Tutorial/Synchronous Support activity and Personal Development Planning.

  • Programme threads of Learning Disability, Dementia, Law and Safeguarding, Digital Health Technology, Palliative and End of Life Care and Trauma will inform the module content.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

 

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Critically apply life science knowledge to the pathophysiology and symptomology of common conditions.

L2. Critically appraise the evidence base for the principles and practice of adult nursing, including the epidemiology and aetiology of the major conditions affecting individuals.

L3. Analyse, evaluate and synthesise evidence-based nursing care related to the major conditions and complex needs of people to optimise positive outcomes.

L4. Demonstrate critical understanding and decision-making skills for safe and effective management of complex care across the lifespan.

L5. Demonstrate evidence of achievement of the required standards of proficiency associated with your professional discipline.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

Knowledge of the pathology and symptomatology of common health problems including the epidemiology and aetiology of the major conditions affecting individuals.
Knowledge of the relevant professional, ethical and legal issues which influence adult health care.
Knowledge of assessment and care management of common health problems.
Ongoing achievement with the research process.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Communicating effectively with inter-professional and inter-agency disciplines.
Ensuring patient safety and clinical governance procedures are followed.
Identifying and applying evidence based practice to the provision of nursing care.
Utilising literature search strategies and appraisal skills to critically evaluate the evidence base of the student’s chosen topic/issue, including the implications of the findings for practice.
Critically reflecting and evaluating the principles of professional practice required to achieve the NMC Standards of Proficiency for Registered Nurses (NMC, 2018.)

Generic Cognitive skills SCQF Level 11.


Demonstrating knowledge and understanding of the scope of professional and multi-disciplinary values and practice.

Reflecting and evaluating own responses to differing problems and issues with an increasing and varying level of complexity.

Demonstrating the ability to make safe informed, care management decisions.

Communication, ICT and Numeracy Skills SCQF Level 11.

Effective communication, numeracy and IT skills that support safe and effective nursing practice.
This may include developing and evaluating the use of
- Care plans
- Nursing notes
- Integrated care pathways
- Multi-disciplinary team meetings
- Drug administration
- Relevant risk assessment tools

Progressively demonstrating increased proficiency in relation to numeracy including, databases, rating scales and the ability to present logical and coherent information using graphs.

Autonomy, Accountability and Working with others SCQF Level 11.

Appraising the complexities of partnership working with users, carers and other agencies.

Utilising initiative in response to the needs of people with health care needs within accepted professional boundaries and personal and professional practice limitations.

Accountability for personal and professional maintenance and development.

Critically evaluating and justifying the clinical decisions made in the delivery of care within a variety of contemporary health care environments.

Exercising knowledge and skills in effective delegation and the supervision of others within acceptable practice boundaries and contributing to team reflection and supervision activities to promote improvement in nursing practice..

Developing a self confidence and self awareness of strengths that celebrate difference and will enhance employability.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
NURS11158
NURS11154
NURS11157
Module Title:
Health and Society
Integrated Human Development
Self, Society and Nursing
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in "I am UWS", specifically the completion of the portfolio activities develop skills in critical thinking, self- reflection, collaboration, problem-solving, and communicating effectively. Ina addition the graduate skills of emotional intelligence, social responsibility, knowledge,autonomy and resilience will also be enhanced. Module hours exceed the norm because of the practice learning element.


Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery24
Tutorial/Synchronous Support Activity18
Laboratory/Practical Demonstration/Workshop30
Work Based Learning/Placement 480
Personal Development Plan18
Asynchronous Class Activity48
Independent Study162
780 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Brooker, C. and Nicol, M. (2011) Alexander’s Nursing Practice. 4th Ed. Oxford: Churchill Livingstone.
Dougherty, L. and Lister, S. (2015) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 9th Ed. Oxford: Wiley-Blackwell.
Elcock. K, Wright. W, Newcombe. P, Everett. F (2019) Essentials of Nursing Adults. SAGE, London [Core text]
Meerabeau, L. and Wright, K. (2011) Long-term Conditions Nursing Care and Management. Oxford: Wiley-Blackwell.
Page, K. and McKinney, A (2012) Nursing the Acutely Ill Adult: Case Book. London: Open University Press.
Pears, R. and Shields, G.J. (2004) Cite them right: referencing made easy. University of Northumbria at Newcastle. Newcastle upon Tyne: Northumbria University Press. 5th revised ed.


(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure

100% attendance in Practice Placement areas is required by the end of the programme to meet NMC requirements. In this module students may be assessed if at least 70% of the practice learning experience is met.

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Supplemental Information

Programme BoardAdult Nursing & Healthcare
Assessment Results (Pass/Fail) No
Subject PanelNursing & ODP Programmes
ModeratorVivianne Crispin
External ExaminerJ Keeling
Accreditation DetailsNMC
Version Number

1.07

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Assessment: (also refer to Assessment Outcomes Grids below)
1. This module will be assessed by a 20 minute oral presentation on the care of an individual with a major health condition. (30% weighting)
This is followed by a 3000 word written assignment (70% weighting)
2. The student will critically discuss a major health condition affecting individuals. The student will critically appraise the pathophysiology and symptomology of their chosen condition. The student will critically analyse the assessment, management, health needs and nursing interventions required to promote positive outcomes. The student will critically examine the health care and social needs in relation to the individual, carers and wider community.

Successful completion of a practice learning experience as evidenced by portfolio completion is achieved at a pass. In accordance with NMC (2018) no compensation is permitted across theory and practice, therefore all components of assessment must achieve a pass for an overall pass mark to be awarded.
Each component of assessment must be passed. This is to comply with NMC Standards for Nursing and Midwifery Education (2018). This is an exception to the UWS regulatory framework
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oral  check markcheck mark 301

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck mark   700

Component 3
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Performance/ Studio work/ Placement/ WBL/ WRL assessment    check mark00
Combined Total For All Components100% 1 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
This module is appropriate for all students. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. In line with the Equality Act 2010 and UWS Refreshed Equality Outcomes 2021 - 2025 Public Sector Equality Duty Mainstreaming and Equality Outcomes Report 2021 (uws.ac.uk) (pp. 37 - 39)

The School of Health and Life Sciences encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of placement, where a student has disclosed specific requirements.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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